Comparative Study on Process Approach and Product Approach in Teaching Writing Skill: The Case of Ginir Preparatory School
Keywords:
Process Approach, Product ApproachAbstract
Purpose: The purpose of the this study was to find the possible difference among Ginir preparatory school grade 11 EFL learner's writing ability in terms of two writing approaches of product and process approach.
Methodology: The participants of the study were 90 grade 11 students who are comprehensively selected. The researcher divided research participants into two groups of 45 students through taking their intact class. Both groups were exposed to the two different approaches. The first group was exposed to the product approach of teaching writing skills and the second group to the process approach of teaching writing skills. In order to compare the effectiveness of two different writing approaches, the researcher gave two identical post-tests (cause-effect and procedural) to both groups.
Findings: The finding revealed that Process approach of teaching writing skills was proven to be effective approach to improve grade 11 students writing skills in Ginir preparatory school.
Unique Contribution to Theory, Practice and Policy: Based on this finding the researcher recommended to all grade 11 English as foreign language teachers to adopt process approach of teaching writing skills to improve their students writing performances.
Downloads
References
Dirgeyasa, I. W. (2016). Genre-based approach: What and how to teach and to learn writing. English Language Teaching, 9(9), 45-51.
Chitravelu, N., Sithamparam, S., & Teh, S.C. (2005). ELT methodology, principles and practice (2nd ed.). Shah Alam: Oxford Fajar.
Hyland, K. (2003). Writing and Teaching Writing. In J. C. Richards (Ed.), Second Language writing. Cambridge: CUP.
Hyland, K. (2015). Teaching and Researching Writing. London: Routledge.
Graham, S., Tavsanli, O. F., & Kaldirim, A. (2022). Improving writing skills of students in turkey: A meta-analysis of writing interventions. Educational Psychology Review, 34(2), 889-934.
Kroll, B. (2001). Considerations for teaching an ESL/EFL writing course. In M. Celce-
Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.) (pp.219-232). Boston, MA: Heinle and Heinle.
Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. New York: Routledge.
Naibaho, L. (2022). The analysis of students' reading and writing difficulties in learning english.
Rakrak, M. (2022). Towards eclecticism: A hybrid product-process approach to the teaching of EFL writing. Journal of Language Teaching, 2(9), 1-9.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Pearson Education, Inc..
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Yitayal Damtew Zeleke
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.